Appendix 4: Value 4 Introduction These articles were chosen because they align with the fourth Te Ariki value, Evidence based professional practice. An outline of each article is provided below, followed by a short rationale at the end, which justifies the choice of articles.
Reference Parr, J. M., & Timperley, H. S. (2015). Exemplifying a continuum of collaborative engagement: Raising literacy achievement of at-risk students in New Zealand. Journal of Education for Students Placed at Risk (JESPAR), 20(1), 29-41. doi:10.1080/10824669.2014.983512
Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management
Abstract This article reports different ways researchers work with stakeholders in national projects targeted at raising achievement of students. Specifically, New Zealand has a persistent high performance-low equity profile in international tests, with indigenous Maori students and immigrants from the Pacific Islands most at risk of underachievement and of leaving school without qualifications. Policy has aimed to address this issue largely through provision of high-quality professional development to enhance effectiveness of practice. The notion of a continuum of collaboration is proposed; examples are presented that are positioned at different points in terms of the ideal of co-constructed, evidence-based judgments and decisions. The examples represent models or ways of working and the analysis captures both the varied nature of the interface that researchers have with policy makers, ministry officials, deliverers of professional development, and schools, and the affordances and tensions that accompany each model. Student achievement outcomes are identified.
As accountability systems have increased demands for evidence of student learning, the use of data in education has become more prevalent in many countries. Although school and administrative leaders are recognizing the need to provide support to teachers on how to interpret and respond to data, there is little theoretically sound research on datadriven decision making (DDDM) to guide their efforts. Drawing on sociocultural learning theory, extant empirical literature, and findings from a recent study, this paper develops
Comments New Zealand Context Theoretical Paper, however, data presented comes from three Quantitative studies Authors outline their experiences of working with stakeholders in three different ways to raise achievement Collaboration (e.g., clusters of schools), evidence-based practice (e.g., formative research), reflection, and relational trust are all mentioned in paper The article foregrounded the authors’ research experiences. Overall, great paper that is directly relevant to NZ teachers U.S Context Qualitative Study (case study involving 6 low income schools and interviews with district leaders (n=6), administrators, intervention leaders, and case 77
